Research in Engineering Education Symposium 2011 - rees2009

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contradicts the pre-conception that academics desire academic freedom and risk-taking.
Perhaps, this is a new reality that Australian universities are faced with in the stagnation
of intellectual thoughts and innovation at the academic frontline. This contradicts findings
at the management levels where perceptions are perhaps more “rosier” and optimistic.
The findings does indicate that formalized professional development does play an
important role in developing leadership skills, however, it must be “real-time” and have
the opportunities to practice for it to be effective. All participants agreed that there is
virtually no “space” for professional development, though there were opportunities for it.
Most felt they were too pre-occupied with week-to-week priorities during semesters to be
“bothered” about developing leadership capacity. All participants agreed that industry and
life experience are important in developing leadership capacity, whether in the form of
skills and/or traits. Some participants suggested that engineering academics can benefit
significantly if they had some professional practice during or before their academic
careers. Some participants suggested that the being in the “right” environment such as in
professional practice in industry, does present excellent opportunities and the space to
learn and practice leadership. This view is very much expected as most of the participants
were practicing engineers. The non-engineers also perceived that industry experience is
important in developing leadership skills based on their observations of their fellow
engineering colleagues. Preliminary analysis was performed on the combined pre and post
interview data coded based on Bayne & Constable (2009) leadership model. The data were
coded into skills, characteristics (or traits), environment, context, and their relevant subnodes.
The post-intervention interviews were collected after the participants experienced
initially an “unsupportive” and later a “supportive” environment. The observation
indicated that during the “unsupportive” sessions, participants were engaged with the
briefing for the postgraduate program but were unable to translate that into group and
individual activities (most participants went back to their day-to-day priorities and waited
for someone to lead them). The workload buyout offered was perceived as “useless” or
irrelevant as it will require further effort to recruit and train replacements for their
existing academic duties. This designed environment was later changed to be more
“supportive” with participants being prescribed with defined tasks and administrative
support being added. The change had a positive effect and the group was actively engaged
with the activities. The observation indicates that leadership vacuum alone within
academia does not necessarily encourage exhibition of leadership even if opportunities
were constructed. This is surprising considering that most of the academics have industry
experience and engineering leaders in their own right, but chose not to exhibit leadership
either as mentors or as leaders. The evidence indicates that authority and structures were
perceived as important to operate within academia. It is quite evidenced that even if the
environment is conducive to developing and exhibiting leadership, the context within
academia presents inherent systemic barriers. One such barrier is that academics can
operate within academia and be very successful without developing or exhibiting
leadership capacity. One contentious suggestion is that there is a self-selection process for
academics to enter academia rather than consider a practice-based career. Most
importantly, providing opportunities and changing the discourse of academics will
enhance leadership perceptions and behaviours; eg. Dedicating time for reflection such as
the interviews and the engagement with EA, academics are more responsive to leadership
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011